Changes

Recognising the transformatory nature of ICT in education, the state education department is aiming to integrate technology into teaching and learning in sustained and meaningful ways. The ICT implementation in school education is based on the four pillars of infrastructure, training, content and connectivity. The focus is on having a digital lab and a digital classroom. It is envisaged that technology is not to be seen as an end by itself, but rather as a process for creating a rich learning environment. The digital classroom would be a regular classroom enriched with digital content; the teacher will be empowered to transact in this classroom. In line with National ICT Policy, the state intends to use open content and [https://en.wikipedia.org/wiki/Free_and_open-source_software free and open source software] to allow rich possibilities for creating, sharing, communicating and learning.  The department has also undertaken the training of teachers in technology integration to build in house capabilities in the education system, the schools and teachers to manage an effective ICT program integrated with school processes.  <br>

Recognising the transformatory nature of ICT in education, the state education department is aiming to integrate technology into teaching and learning in sustained and meaningful ways. The ICT implementation in school education is based on the four pillars of infrastructure, training, content and connectivity. The focus is on having a digital lab and a digital classroom. It is envisaged that technology is not to be seen as an end by itself, but rather as a process for creating a rich learning environment. The digital classroom would be a regular classroom enriched with digital content; the teacher will be empowered to transact in this classroom. In line with National ICT Policy, the state intends to use open content and [https://en.wikipedia.org/wiki/Free_and_open-source_software free and open source software] to allow rich possibilities for creating, sharing, communicating and learning.  The department has also undertaken the training of teachers in technology integration to build in house capabilities in the education system, the schools and teachers to manage an effective ICT program integrated with school processes.  <br>

It is in this context that the Telangana Department of School Education, along with SCERT, has developed an ICT syllabus and text book which will be used by the school teachers transacting the ICT classes from Class 6-10. The state syllabus and the textbook have been developed based on the National ICT curriculum developed by NCERT, which seeks to bring to school education the possibilities of ICTs for connecting and learning and creating and learning. The development of the ICT text book and the teacher hand book is in collaboration with IT for Change, under a MOU with [http://cemca.org.in Commonwealth Educational Media Centre for Asia] (CEMCA), an inter-governmental organization, of the commonwealth countries. <br>

It is in this context that the Telangana Department of School Education, along with SCERT, has developed an ICT syllabus and text book which will be used by the school teachers transacting the ICT classes from Class 6-10. The state syllabus and the textbook have been developed based on the National ICT curriculum developed by NCERT, which seeks to bring to school education the possibilities of ICTs for connecting and learning and creating and learning. The development of the ICT text book and the teacher hand book is in collaboration with [http://itforchange.net/ IT for Change], under a MOU with [http://cemca.org.in Commonwealth Educational Media Centre for Asia] (CEMCA), an inter-governmental organization, of the commonwealth countries. <br>

=Scope of the handbook=

=Scope of the handbook=